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•	 May •	 DRAFT 5:44 PM 2012
                                                                                                                 11, 2012 May 11,




     Physical Well-Being and Motor Development standards address  motor skills and health
     practices that are essential for children’s overall development. These skills include the ability
     to use large and small muscles to produce movements, to touch, grasp and manipulate
     objects, and to engage in physical activity.  These standards also describe the development
     of health practices that become part of children’s daily routines and healthy habits such
     as nutrition and self-help.  These skills and behaviors play an important role in children’s
     physical well-being and set children on a path leading toward a healthy lifestyle. Healthy
     children are more likely to attend school, to be physically active, and to learn more effectively
     (Bluemenshine and others, 2008).	
     	
     The two strands in this domain are Motor Development and Physical Well-Being.
     Strand: 	 Motor Development
                                                                                                                                   1
     Topics:  	 Large Muscle: Movement, Balance and Coordination
               	 Small Muscle: Touch, Grasp, Reach, Manipulate
              	 Oral-Motor

     Strand: 	 Physical Well-Being
     Topics:  	 Nutrition
     	          Physical Activity
     	          Body Awareness
     	          Self-Help
     	          Safety Practices




                                                                  icon 	
Physical Well-Being and Motor Development                         here
•	 May •	 DRAFT 5:44 PM 2012
                                                                                                                                                                                           11, 2012 May 11,


                                            STRAND	       	   	       	              TOPIC
                                            Motor Development	                     Large Muscle: Movement, Balance, and Coordination
     icon 	
     here
                                                         Infants                              Younger Toddlers                         Older Toddlers                        Pre-Kindergarten
                                            STANDARD STATEMENT	                         STANDARD STATEMENT                     STANDARD STATEMENT                     STANDARD STATEMENT
                                            Demonstrate strength and                    Walk with increasing                   Use locomotor skills with              Demonstrate locomotor skills
Physical Well-Being and Motor Development




                                            control of head, arms, legs                 coordination and balance, with         increasing coordination and            with control, coordination,
                                            and trunk using purposeful                  or without adult support and/or        balance.                               balance in active play.
                                            movements.                                  assistive device.                      EXAMPLES                               EXAMPLES
                                            EXAMPLES                                    EXAMPLES                               •	 Runs, jumps, kicks a ball.          •	 Hops, gallops, skips, and runs with
                                            •	 Holds head and torso up, first on        •	 Begins to run excitedly toward      •	 Uses alternating feet when             control of direction and speed.
                                               two hands and then on one, while            caregiver.                             climbing stairs.                    •	 Climbs ladders and pumps a swing
                                               on tummy.                                •	 Climbs into adult chair and turns                                             on outdoor play equipment.
                                            •	 Scoots backward on belly toward             to sit.
                                               caregiver.                                                                      STANDARD STATEMENT

                                            •	 Crawls forward on his hands and                                                 Use a variety of non-locomotor         STANDARD STATEMENT

                                               knees or might scoot on bottom or                                               body movements (hands in the           Demonstrate coordination in
                                               “army crawl” to reach something                                                 air, turn around, stand on one         using objects during active play
                                               of interest.                                                                    foot, etc.) during play.               (riding tricycle, catching ball).
                                                                                                                               EXAMPLES                               EXAMPLES

                                                                                                                               •	 Bends to touch toes, knees, chest   •	 Kicks, throws and catches a ball.      2
                                                                                                                                  and head during “Tony Chestnut”
                                                                                                                                  song.
                                                                                                                                                                      STANDARD STATEMENT
                                                                                                                                                                      Use non-locomotor skills with
                                                                                                                                                                      control, balance and coordination
                                                                                                                                                                      such as bending, stretching and
                                                                                                                                                                      twisting during play.
                                                                                                                                                                      EXAMPLES
                                                                                                                                                                      •	 Plays “Simon Says,” touches toes,
                                                                                                                                                                         twists to the left and twists to the
                                                                                                                                                                         right.


                                                                                                                                                                      STANDARD STATEMENT
                                                                                                                                                                      Demonstrate spatial awareness
                                                                                                                                                                      in physical activity or movement.
                                                                                                                                                                      EXAMPLES
                                                                                                                                                                      •	 Jumps for height and distance.
•	 May •	 DRAFT 5:44 PM 2012
                                                                                                                                                                                         11, 2012 May 11,


                                            STRAND	       	   	        	            TOPIC
                                            Motor Development	                    Small Muscle: Touch, Grasp, Reach, Manipulate
     icon 	
     here
                                                          Infants                            Younger Toddlers                          Older Toddlers                      Pre-Kindergarten
                                            STANDARD STATEMENT	                        STANDARD STATEMENT                      STANDARD STATEMENT                    STANDARD STATEMENT
                                            Transfer a toy from one hand to            Use both of their hands together        Coordinate the use of arms,           Coordinate the use of hands,
Physical Well-Being and Motor Development




                                            another by reaching, grasping              to accomplish a task.                   hands and fingers to accomplish       fingers and wrists to manipulate
                                            and releasing skills.                      EXAMPLES                                tasks.                                objects and perform tasks
                                            EXAMPLES                                                                           EXAMPLES                              requiring precise movements.
                                                                                       •	 Turns the pages of a board book.
                                            •	 Grabs a preferred shaker toy,                                                   •	 Uses a spoon to scoop up food      EXAMPLES
                                                                                       •	 Scribbles with a fat crayon on a
                                               shakes it, brings toy to mouth then        large piece of paper using a full-      and bring it to mouth, with some   •	 Strings beads or cereal to make a
                                               tosses it down to reach for a new          hand grasp.                             spillage.                             necklace.
                                               toy.                                                                            •	 Strings a large wooden bead onto   •	 Zips, snaps, buttons and dresses
                                            •	 While holding a small toy in one                                                   a shoelace.                           self.
                                               hand, reaches for another toy with                                              •	 Makes snips in a piece of paper
                                               free hand.                                                                         with child-sized scissors.
                                            •	 Bangs objects on floor during play.                                                                                   STANDARD STATEMENT
                                                                                                                               •	 Unbuttons a large button on
                                                                                                                                                                     Use classroom and household
                                                                                                                                  sweater.
                                                                                                                                                                     tools independently with eye-
                                                                                                                                                                     hand coordination to carry out
                                                                                                                                                                     activities.
                                                                                                                                                                                                            3
                                                                                                                                                                     EXAMPLES
                                                                                                                                                                     •	 Uses fork and spoon to eat.
                                                                                                                                                                     •	 Uses scissors to cut shapes.
                                                                                                                                                                     •	 Uses pencil to make recognizable
                                                                                                                                                                        shapes, lines or dots.
•	 May •	 DRAFT 5:44 PM 2012
                                                                                                                                                                                             11, 2012 May 11,


                                            STRAND	        	   	        	             TOPIC
                                            Motor Development	                      Oral-Motor
     icon 	
     here
                                                          Infants                              Younger Toddlers                           Older Toddlers                       Pre-Kindergarten
                                            STANDARD STATEMENT	                          STANDARD STATEMENT                       STANDARD STATEMENT                     STANDARD STATEMENT
                                            Use mouth and tongue to                      Take and chew small bites/               Take bites from whole foods,           Demonstrate increasingly
Physical Well-Being and Motor Development




                                            explore objects.                             pieces of finger food.                   coordinates chewing and                complex oral motor skills such
                                            EXAMPLES                                     EXAMPLES                                 swallowing.                            as drinking through a straw,
                                                                                                                                  EXAMPLES                               blowing bubbles or repeating a
                                            •	 Explores the texture of objects           •	 Chews small pieces of finger food
                                               with lips and tongue while playing           with a variety of textures such as
                                                                                                                                                                         tongue twister.
                                                                                                                                  •	 Takes bites of and chews apples,
                                               with toys.                                   crackers, bits of cheese and chunks      broccoli, chicken and other foods   EXAMPLES
                                                                                            of banana.                               presented at lunch.                 •	 Drinks from an open cup, usually
                                                                                         •	 Bites a biscuit or chews on a toy.    •	 Drinks from a cup without a lid        without spilling.
                                            STANDARD STATEMENT
                                                                                         •	 Takes a bite from a piece of bread.      with a little spilling.             •	 Drinks a milkshake through a
                                            Open mouth to wait for food to
                                                                                                                                                                            straw.
                                            enter and use upper lip to clean
                                            food off spoon during spoon                                                                                                  •	 Blows out birthday candles.
                                            feeding.                                                                                                                     •	 Attempts tongue twisters such as
                                                                                                                                                                            “Peter Piper.”
                                            EXAMPLES
                                                                                                                                                                         •	 Developing clear speech
                                            •	 Takes infant cereal, or pureed fruit                                                                                         articulation with some
                                               or vegetable from spoon with lips                                                                                            mispronunciations.                 4
                                               and coordinates swallow of the
                                               food.
•	 May •	 DRAFT 5:44 PM 2012
                                                                                                                                                                                     11, 2012 May 11,


                                            STRAND	        	   	       	             TOPIC
                                            Physical Well-Being	                   Nutrition
     icon 	
     here
                                                          Infants                             Younger Toddlers                    Older Toddlers                        Pre-Kindergarten
                                            STANDARD STATEMENT	                         STANDARD STATEMENT                STANDARD STATEMENT                     STANDARD STATEMENT
                                            Communicate hunger or when                  Eat during regular meals and      Make simple food choices,              Demonstrate basic
Physical Well-Being and Motor Development




                                            feeling full.                               snacks times.                     has food preferences and               understanding that eating a
                                            EXAMPLES                                    EXAMPLES                          demonstrates willingness to try        variety of foods helps the body
                                                                                                                          new foods.                             grow and be healthy.
                                            •	 Watches bottle or food being             •	 Climbs into toddler seat
                                               prepared and/or reaches for bottle          anticipating snack time.       EXAMPLES                               EXAMPLES
                                               or food when presented.                  •	 During lunch, asks for more    •	 Helps pick and later tastes green   •	 Explains why the body needs food
                                            •	 Eagerly accepts bottle or soft foods        bananas when still hungry.        beans from the classroom garden.       “to make my body grow.”
                                               when hungry and turns head or                                              •	 Prefers peaches and pumpkin         •	 Pretends to fix a meal in dramatic
                                               pushes away when full.                                                        bread one week then turkey and         play, “do you want carrots or
                                                                                                                             cheese the next week.                  grapes?”


                                                                                                                                                                 STANDARD STATEMENT
                                                                                                                                                                 Demonstrate emerging
                                                                                                                                                                 responsibility for eating.
                                                                                                                                                                 EXAMPLES
                                                                                                                                                                                                         5
                                                                                                                                                                 •	 During snack time says, “I’m not
                                                                                                                                                                    hungry anymore so I will go play.”
•	 May •	 DRAFT 5:44 PM 2012
                                                                                                                                                                                             11, 2012 May 11,


                                            STRAND	        	   	     	               TOPIC
                                            Physical Well-Being	                   Physical Activity
     icon 	
     here
                                                          Infants                             Younger Toddlers                        Older Toddlers                          Pre-Kindergarten
                                            STANDARD STATEMENT                          STANDARD STATEMENT                    STANDARD STATEMENT                       STANDARD STATEMENT
                                            Interact with caregivers in                 Participate in active physical        Participate in songs or games            Participate in active play
Physical Well-Being and Motor Development




                                            physical activities.                        play.                                 requiring spontaneous or                 exhibiting strength and stamina.
                                            EXAMPLES                                    EXAMPLES                              instructed body movements.               EXAMPLES
                                            •	 Plays peek-a-boo.                        •	 Crawls and climbs over and under   EXAMPLES                                 •	 Uses gross motor equipment such
                                            •	 Reaches for a toy.                          on a small climber.                •	 Points to body parts during a song       as climber, slide and swing.
                                                                                                                                 or game requiring knowledge of        •	 Runs with control and stops when
                                            •	 Kicks legs and moves arms while
                                                                                                                                 body parts.                              intended.
                                               lying on back.
                                                                                                                              •	 Jumps, turns around, puts hands       •	 Pedals a tricycle.
                                                                                                                                 in the air, squats down low, twists
                                                                                                                                 and shakes when “dancing” to
                                                                                                                                 music.                                STANDARD STATEMENT
                                                                                                                                                                       Demonstrate basic under-
                                                                                                                                                                       standing that physical activity
                                                                                                                                                                       helps the body grow and be
                                                                                                                                                                       healthy.
                                                                                                                                                                       EXAMPLES
                                                                                                                                                                                                               6
                                                                                                                                                                       •	 Makes statements like “running
                                                                                                                                                                          fast makes my legs strong” or “I
                                                                                                                                                                          feel good when I run, jump and
                                                                                                                                                                          play with my friends.”
•	 May •	 DRAFT 5:44 PM 2012
                                                                                                                                                                               11, 2012 May 11,


                                            STRAND	       	   	       	            TOPIC
                                            Physical Well-Being	                 Body Awareness
     icon 	
     here
                                                          Infants                           Younger Toddlers                     Older Toddlers                  Pre-Kindergarten
                                            STANDARD STATEMENT                        STANDARD STATEMENT                 STANDARD STATEMENT                STANDARD STATEMENT
                                            Show awareness of own body.               Point to basic body parts when     Name, point to and move body      Identify and describe the
Physical Well-Being and Motor Development




                                            EXAMPLES                                  asked.                             parts.                            function of body parts.
                                            •	 Sucks on toes, hands and fingers.      EXAMPLES                           EXAMPLES                          EXAMPLES

                                            •	 Looks at hands.                        •	 Points to the dolls nose when   •	 Moves appropriate body parts   •	 Identifies many body parts such
                                                                                         asked.                             when playing “Simon Says.”        as knees, elbows, shoulders, neck,
                                                                                                                                                              fingers.
                                                                                                                                                           •	 Tells a friend, “My muscles make
                                                                                                                                                              me strong.”
                                                                                                                                                           •	 States, “I see with my eyes,” “I
                                                                                                                                                              hear with my ears,” “I smell with
                                                                                                                                                              my nose.”




                                                                                                                                                                                                   7
•	 May •	 DRAFT 5:44 PM 2012
                                                                                                                                                                                         11, 2012 May 11,


                                            STRAND	      	   	       	               TOPIC
                                            Physical Well-Being	                   Self-Help
     icon 	
     here
                                                         Infants                              Younger Toddlers                       Older Toddlers                        Pre-Kindergarten
                                            STANDARD STATEMENT                          STANDARD STATEMENT                   STANDARD STATEMENT                     STANDARD STATEMENT
                                            Demonstrate emerging                        Participate in handwashing with      Assume increasing responsibility       Complete personal care tasks
Physical Well-Being and Motor Development




                                            participation in dressing self              adult assistance.                    for hand washing.                      with increasing responsibility.
                                            EXAMPLES                                    EXAMPLES                             EXAMPLES                               EXAMPLES
                                            •	 Straightens or extends arm when          •	 Uses soap and rubs hands          •	 Washes hands with soap and          •	 Follows bathroom routine with
                                               hand is placed in sleeve during             together with assistance during      water at the sink before snack.        adult guidance and reminders
                                               dressing.                                   hand washing.                                                               (brushing teeth two times a day,
                                                                                                                                                                       flushing toilet, washing hands,
                                                                                                                             STANDARD STATEMENT                        etc).
                                                                                        STANDARD STATEMENT                   Actively participates in dressing.
                                                                                        Participate in dressing with         EXAMPLES
                                                                                        caregiver assistance.                                                       STANDARD STATEMENT
                                                                                                                             •	 Actively participates in choosing   Follow basic health practices.
                                                                                        EXAMPLES                                clothing to wear.
                                                                                                                                                                    EXAMPLES
                                                                                        •	 Gets clothing items or diapers    •	 Expresses preference for clothing
                                                                                           when asked.                          items.                              •	 Puts dirty things such as tissues
                                                                                        •	 Extends foot when caregiver                                                 and towels in trash.
                                                                                                                             •	 Undresses completely without
                                                                                           is ready to put shoes on; may        help.                               •	 Washes hands after using tissue.
                                                                                                                                                                                                           8
                                                                                           attempt to put on own shoes.                                             •	 Covers mouths with elbow
                                                                                                                                                                       or sleeve when sneezing and
                                                                                                                                                                       coughing.


                                                                                                                                                                    STANDARD STATEMENT
                                                                                                                                                                    Dress with minimal or no
                                                                                                                                                                    caregiver assistance.
                                                                                                                                                                    EXAMPLES
                                                                                                                                                                    •	 Dresses with clothing right side
                                                                                                                                                                       out and correct side forward.
                                                                                                                                                                    •	 Puts shoes on correct feet.
•	 May •	 DRAFT 5:44 PM 2012
                                                                                                                                                                                 11, 2012 May 11,


                                            STRAND	       	   	    	       TOPIC
                                            Physical Well-Being	         Safety Practices
     icon 	
     here
                                                         Infants                    Younger Toddlers                        Older Toddlers                         Pre-Kindergarten
                                            Not applicable.                   STANDARD STATEMENT                    STANDARD STATEMENT                      STANDARD STATEMENT
                                                                              Follow adult intervention/            Cooperate and/or stop a                 Identify and follow basic safety
Physical Well-Being and Motor Development




                                                                              guidance regarding safety.            behavior in response to a               rules with guidance and support.
                                                                              EXAMPLES                              direction regarding safety.             EXAMPLES
                                                                              •	 Picks up toys when directed so     EXAMPLES                                •	 Recognizes when someone is
                                                                                 people don’t trip on them.         •	 Follows rule, with reminder, to         doing something unsafe.
                                                                              •	 Sometimes stops doing a behavior      walk in the classroom, even when     •	 With occasional adult prompting,
                                                                                 when adult says, “No.”                excited.                                goes feet first down the slide.
                                                                              •	 Stops putting non-food items in    •	 Wears helmet when riding a           •	 Does not talk to strangers.
                                                                                 mouth when asked.                     wheeled toy, with help from adult.
                                                                              •	 Holds caregiver’s hand when
                                                                                                                                                            STANDARD STATEMENT
                                                                                 crossing street.
                                                                                                                    STANDARD STATEMENT                      Identify how adults help to keep
                                                                              •	 Climbs into car seats.             Use adults as resources when            us safe.
                                                                                                                    needing help in potentially
                                                                                                                                                            EXAMPLES
                                                                                                                    unsafe or dangerous situations.
                                                                                                                                                            •	 Identifies roles of firefighter and
                                                                                                                    EXAMPLES
                                                                                                                                                               police officer.                        9
                                                                                                                    •	 Calls an adult for help when a
                                                                                                                       glass falls and is broken.
                                                                                                                    •	 Asks for help jumping down from      STANDARD STATEMENT
                                                                                                                       a climber.                           Identify the consequences of
                                                                                                                                                            unsafe behavior with adult
                                                                                                                                                            guidance and support.
                                                                                                                                                            EXAMPLES
                                                                                                                                                            •	 Says “you shouldn’t play in the
                                                                                                                                                               street because a car could hit you.”


                                                                                                                                                            STANDARD STATEMENT
                                                                                                                                                            Demonstrate emerging ability
                                                                                                                                                            to follow emergency routine
                                                                                                                                                            with adult modeling and support
                                                                                                                                                            (for example, a fire drill or
                                                                                                                                                            earthquake drill).
                                                                                                                                                            EXAMPLES
                                                                                                                                                            •	 Lines up to exit the building during
                                                                                                                                                               a fire drill, with adult guidance.
                                                                                                                                                            (Standard Statements continue on
                                                                                                                                                            page X.)
•	 May •	 DRAFT 5:44 PM 2012
                                                                                                                                        11, 2012 May 11,


                                            STRAND	   	   	     	       TOPIC
                                            Physical Well-Being	      Safety Practices Continued
     icon 	
     here
                                                      Infants                   Younger Toddlers   Older Toddlers         Pre-Kindergarten
                                                                                                                    (Standard Statements continued
                                                                                                                    from page X.)
Physical Well-Being and Motor Development




                                                                                                                    STANDARD STATEMENT
                                                                                                                    Demonstrate emerging ability
                                                                                                                    to follow transportation and
                                                                                                                    pedestrian safety rules with
                                                                                                                    adult modeling and support.
                                                                                                                    EXAMPLES
                                                                                                                    •	 Seeks to hold adult’s hand while
                                                                                                                       crossing the street.
                                                                                                                    •	 Cooperates with using car seats
                                                                                                                       and seat belts.




                                                                                                                                                          10

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B k standards-physical_motor 5-11-2012 final

  • 1. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, Physical Well-Being and Motor Development standards address  motor skills and health practices that are essential for children’s overall development. These skills include the ability to use large and small muscles to produce movements, to touch, grasp and manipulate objects, and to engage in physical activity.  These standards also describe the development of health practices that become part of children’s daily routines and healthy habits such as nutrition and self-help.  These skills and behaviors play an important role in children’s physical well-being and set children on a path leading toward a healthy lifestyle. Healthy children are more likely to attend school, to be physically active, and to learn more effectively (Bluemenshine and others, 2008). The two strands in this domain are Motor Development and Physical Well-Being. Strand: Motor Development 1 Topics: Large Muscle: Movement, Balance and Coordination Small Muscle: Touch, Grasp, Reach, Manipulate Oral-Motor Strand: Physical Well-Being Topics: Nutrition Physical Activity Body Awareness Self-Help Safety Practices icon Physical Well-Being and Motor Development here
  • 2. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Motor Development Large Muscle: Movement, Balance, and Coordination icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Demonstrate strength and Walk with increasing Use locomotor skills with Demonstrate locomotor skills Physical Well-Being and Motor Development control of head, arms, legs coordination and balance, with increasing coordination and with control, coordination, and trunk using purposeful or without adult support and/or balance. balance in active play. movements. assistive device. EXAMPLES EXAMPLES EXAMPLES EXAMPLES • Runs, jumps, kicks a ball. • Hops, gallops, skips, and runs with • Holds head and torso up, first on • Begins to run excitedly toward • Uses alternating feet when control of direction and speed. two hands and then on one, while caregiver. climbing stairs. • Climbs ladders and pumps a swing on tummy. • Climbs into adult chair and turns on outdoor play equipment. • Scoots backward on belly toward to sit. caregiver. STANDARD STATEMENT • Crawls forward on his hands and Use a variety of non-locomotor STANDARD STATEMENT knees or might scoot on bottom or body movements (hands in the Demonstrate coordination in “army crawl” to reach something air, turn around, stand on one using objects during active play of interest. foot, etc.) during play. (riding tricycle, catching ball). EXAMPLES EXAMPLES • Bends to touch toes, knees, chest • Kicks, throws and catches a ball. 2 and head during “Tony Chestnut” song. STANDARD STATEMENT Use non-locomotor skills with control, balance and coordination such as bending, stretching and twisting during play. EXAMPLES • Plays “Simon Says,” touches toes, twists to the left and twists to the right. STANDARD STATEMENT Demonstrate spatial awareness in physical activity or movement. EXAMPLES • Jumps for height and distance.
  • 3. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Motor Development Small Muscle: Touch, Grasp, Reach, Manipulate icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Transfer a toy from one hand to Use both of their hands together Coordinate the use of arms, Coordinate the use of hands, Physical Well-Being and Motor Development another by reaching, grasping to accomplish a task. hands and fingers to accomplish fingers and wrists to manipulate and releasing skills. EXAMPLES tasks. objects and perform tasks EXAMPLES EXAMPLES requiring precise movements. • Turns the pages of a board book. • Grabs a preferred shaker toy, • Uses a spoon to scoop up food EXAMPLES • Scribbles with a fat crayon on a shakes it, brings toy to mouth then large piece of paper using a full- and bring it to mouth, with some • Strings beads or cereal to make a tosses it down to reach for a new hand grasp. spillage. necklace. toy. • Strings a large wooden bead onto • Zips, snaps, buttons and dresses • While holding a small toy in one a shoelace. self. hand, reaches for another toy with • Makes snips in a piece of paper free hand. with child-sized scissors. • Bangs objects on floor during play. STANDARD STATEMENT • Unbuttons a large button on Use classroom and household sweater. tools independently with eye- hand coordination to carry out activities. 3 EXAMPLES • Uses fork and spoon to eat. • Uses scissors to cut shapes. • Uses pencil to make recognizable shapes, lines or dots.
  • 4. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Motor Development Oral-Motor icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Use mouth and tongue to Take and chew small bites/ Take bites from whole foods, Demonstrate increasingly Physical Well-Being and Motor Development explore objects. pieces of finger food. coordinates chewing and complex oral motor skills such EXAMPLES EXAMPLES swallowing. as drinking through a straw, EXAMPLES blowing bubbles or repeating a • Explores the texture of objects • Chews small pieces of finger food with lips and tongue while playing with a variety of textures such as tongue twister. • Takes bites of and chews apples, with toys. crackers, bits of cheese and chunks broccoli, chicken and other foods EXAMPLES of banana. presented at lunch. • Drinks from an open cup, usually • Bites a biscuit or chews on a toy. • Drinks from a cup without a lid without spilling. STANDARD STATEMENT • Takes a bite from a piece of bread. with a little spilling. • Drinks a milkshake through a Open mouth to wait for food to straw. enter and use upper lip to clean food off spoon during spoon • Blows out birthday candles. feeding. • Attempts tongue twisters such as “Peter Piper.” EXAMPLES • Developing clear speech • Takes infant cereal, or pureed fruit articulation with some or vegetable from spoon with lips mispronunciations. 4 and coordinates swallow of the food.
  • 5. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Physical Well-Being Nutrition icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Communicate hunger or when Eat during regular meals and Make simple food choices, Demonstrate basic Physical Well-Being and Motor Development feeling full. snacks times. has food preferences and understanding that eating a EXAMPLES EXAMPLES demonstrates willingness to try variety of foods helps the body new foods. grow and be healthy. • Watches bottle or food being • Climbs into toddler seat prepared and/or reaches for bottle anticipating snack time. EXAMPLES EXAMPLES or food when presented. • During lunch, asks for more • Helps pick and later tastes green • Explains why the body needs food • Eagerly accepts bottle or soft foods bananas when still hungry. beans from the classroom garden. “to make my body grow.” when hungry and turns head or • Prefers peaches and pumpkin • Pretends to fix a meal in dramatic pushes away when full. bread one week then turkey and play, “do you want carrots or cheese the next week. grapes?” STANDARD STATEMENT Demonstrate emerging responsibility for eating. EXAMPLES 5 • During snack time says, “I’m not hungry anymore so I will go play.”
  • 6. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Physical Well-Being Physical Activity icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Interact with caregivers in Participate in active physical Participate in songs or games Participate in active play Physical Well-Being and Motor Development physical activities. play. requiring spontaneous or exhibiting strength and stamina. EXAMPLES EXAMPLES instructed body movements. EXAMPLES • Plays peek-a-boo. • Crawls and climbs over and under EXAMPLES • Uses gross motor equipment such • Reaches for a toy. on a small climber. • Points to body parts during a song as climber, slide and swing. or game requiring knowledge of • Runs with control and stops when • Kicks legs and moves arms while body parts. intended. lying on back. • Jumps, turns around, puts hands • Pedals a tricycle. in the air, squats down low, twists and shakes when “dancing” to music. STANDARD STATEMENT Demonstrate basic under- standing that physical activity helps the body grow and be healthy. EXAMPLES 6 • Makes statements like “running fast makes my legs strong” or “I feel good when I run, jump and play with my friends.”
  • 7. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Physical Well-Being Body Awareness icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Show awareness of own body. Point to basic body parts when Name, point to and move body Identify and describe the Physical Well-Being and Motor Development EXAMPLES asked. parts. function of body parts. • Sucks on toes, hands and fingers. EXAMPLES EXAMPLES EXAMPLES • Looks at hands. • Points to the dolls nose when • Moves appropriate body parts • Identifies many body parts such asked. when playing “Simon Says.” as knees, elbows, shoulders, neck, fingers. • Tells a friend, “My muscles make me strong.” • States, “I see with my eyes,” “I hear with my ears,” “I smell with my nose.” 7
  • 8. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Physical Well-Being Self-Help icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Demonstrate emerging Participate in handwashing with Assume increasing responsibility Complete personal care tasks Physical Well-Being and Motor Development participation in dressing self adult assistance. for hand washing. with increasing responsibility. EXAMPLES EXAMPLES EXAMPLES EXAMPLES • Straightens or extends arm when • Uses soap and rubs hands • Washes hands with soap and • Follows bathroom routine with hand is placed in sleeve during together with assistance during water at the sink before snack. adult guidance and reminders dressing. hand washing. (brushing teeth two times a day, flushing toilet, washing hands, STANDARD STATEMENT etc). STANDARD STATEMENT Actively participates in dressing. Participate in dressing with EXAMPLES caregiver assistance. STANDARD STATEMENT • Actively participates in choosing Follow basic health practices. EXAMPLES clothing to wear. EXAMPLES • Gets clothing items or diapers • Expresses preference for clothing when asked. items. • Puts dirty things such as tissues • Extends foot when caregiver and towels in trash. • Undresses completely without is ready to put shoes on; may help. • Washes hands after using tissue. 8 attempt to put on own shoes. • Covers mouths with elbow or sleeve when sneezing and coughing. STANDARD STATEMENT Dress with minimal or no caregiver assistance. EXAMPLES • Dresses with clothing right side out and correct side forward. • Puts shoes on correct feet.
  • 9. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Physical Well-Being Safety Practices icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten Not applicable. STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Follow adult intervention/ Cooperate and/or stop a Identify and follow basic safety Physical Well-Being and Motor Development guidance regarding safety. behavior in response to a rules with guidance and support. EXAMPLES direction regarding safety. EXAMPLES • Picks up toys when directed so EXAMPLES • Recognizes when someone is people don’t trip on them. • Follows rule, with reminder, to doing something unsafe. • Sometimes stops doing a behavior walk in the classroom, even when • With occasional adult prompting, when adult says, “No.” excited. goes feet first down the slide. • Stops putting non-food items in • Wears helmet when riding a • Does not talk to strangers. mouth when asked. wheeled toy, with help from adult. • Holds caregiver’s hand when STANDARD STATEMENT crossing street. STANDARD STATEMENT Identify how adults help to keep • Climbs into car seats. Use adults as resources when us safe. needing help in potentially EXAMPLES unsafe or dangerous situations. • Identifies roles of firefighter and EXAMPLES police officer. 9 • Calls an adult for help when a glass falls and is broken. • Asks for help jumping down from STANDARD STATEMENT a climber. Identify the consequences of unsafe behavior with adult guidance and support. EXAMPLES • Says “you shouldn’t play in the street because a car could hit you.” STANDARD STATEMENT Demonstrate emerging ability to follow emergency routine with adult modeling and support (for example, a fire drill or earthquake drill). EXAMPLES • Lines up to exit the building during a fire drill, with adult guidance. (Standard Statements continue on page X.)
  • 10. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Physical Well-Being Safety Practices Continued icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten (Standard Statements continued from page X.) Physical Well-Being and Motor Development STANDARD STATEMENT Demonstrate emerging ability to follow transportation and pedestrian safety rules with adult modeling and support. EXAMPLES • Seeks to hold adult’s hand while crossing the street. • Cooperates with using car seats and seat belts. 10